Structured on-the-Job Training in Developing Nations

Abstract

The problem and the solution. Structured on-the-job training (structured OJT), adapted to a developing nation environment, can significantly improve, at low cost, the performance capability of workers. The chapter presents the rationale for structured OJT in this setting;describes an adapted model to fit the context of a specific developing nation, Cameroun;and presents an application of structured OJT complete with results.

A Review of the Literature on Structured On-the-Job Training and Directions for Future Research

“…In this article, the authors proposed that the chosen type of OJT matches the type of organization and that matching types, as rules are more effective. Stolovitch and Ngoa-Nguele (2001) reported how S-OJT was adapted in the context of developing West African countries. The results of this study showed that S-OJT is an appropriate approach to the learning context in Cameroon.…”

“…These results are similar with issues recognized by Rothwell and Kazanas (1990) related to implementing S-OJT programs in U.S. work settings. Stolovitch and Ngoa-Nguele (2001) designed S-OJT model based on information gathered from observation and analysis of work environment after adaptability to the Cameroon organizational context. Twelve subjects trained at the work site with training materials.…”

The impact of structured on-the-job training (S-OJT) on a trainer’s organizational commitment

“…OJT as a form of individualized training can be designed and delivered using two basic approaches: structured OJT and unstructured OJT (Jacobs 2003). S-OJT differs from unstructured OJT in that a systematic planning process is used to design and carry out the training (Stolovitch and Ngoa-Nguele 2001), and work behaviors are separated into manageable units and documented in modules (Jones and Jacobs 1997). Unstructured OJT occurs on the worksite but is not logically sequenced.…”

Articles in French - II: E-Learning Adoption Determinants: A Modified Technology Acceptance Model

“…Outre les limites propres à la formation dans les pays africains [Stolovitch et Ngoa-Nguele, 2001], l'e-formation est l'objet dans le contexte tunisien d'un même décalage entre le discours et la réalité. Il serait alors intéressant de voir quels sont les facteurs qui influencent la mise en oeuvre de l'e-learning parmi les pratiques de formation, en général, et dans les entreprises tunisiennes, en particulier.…”